Lesson 2
Rhode Island Department of Education Lesson Plan
Lesson Title: Minerals
State Standards(GSEs):
ESS1 - The earth and earth materials as we know them today have developed over long periods of time, through continual change processes.
National Standards:
Physical-Structure and properties of Matter
Earth & Space-Origin and Evolution of the Earth System
Context of Lesson:
This lesson beings introducing minerals which are part of earths composition. It will cover what a mineral is as well as the properties by which you can classify a mineral. The students will then begin using the properties of mineral to classify minerals in relation to each other though word problems. This lesson will be reinforced through a homework worksheet on identifying minerals, which leads into the next lesson.
Opportunities to Learn:
Depth of Knowledge
DOK 1- Recall/Reorganize information on minerals by brainstorming using the identifying properties of minerals
DOK 2-Classify Minerals based on stated observations of their properties in word problems
Prerequisite Knowledge
Basic knowledge of minerals will be presented so is not necessary to have beforehand but the concept of objects possessing various specific characteristics will be used in opening questions. Having some knowledge or ability to identify specific characteristics of the minerals available around the class will aid brainstorming session.
Plans for Differentiating Instruction
have hands on samples to pass around to students to manipulate, as well as visual representations of cleavage, streak, hardness scale, and unique properties
Accommodations and modifications
unknown
Environmental factors
Classroom is laid out in grouped lab tables, with the chalkboard in front, and the teacher’s desk in one of the front corners with the exit in the other. An overhead projector and TV with VCR are available to move for use on a screen that pulls down in front of the blackboard. The class period is 125 minutes long (except Wed. which is 10 minutes shorter).
,
visual representations of concepts=
1. Hardness- pg. 668 in text for mohs scale
2. Color- quartz variations (amathest, citrine, rose, smoky ect.)
3. Streak-unglazed porceline, hemitite
4. Luster- sulfer, pyrite, obsidion
5. Density- DebsityReviewWS.bmp if a refresher is needed
6. Crystal structures- quartz crystal (long prism), Halite(cube), mica (sheet)
7. Cleavage/Fracture- mica, hammer, quartz
8. Magnatism?-magnet and magnetite, paper clip
9. Flourecence?- UV light and fluorite?
Objectives
-Students should be able to describe ways in which they can identify minerals from one another
-Students should be able to solve word problems by using their knowledge of mineral identification processes
-Students should get a basic understanding, (as seen the next day in lab) of how to go through the process of using mineral identification properties in a laboratory setting.
Instruction
Opening
-Daily Teaser pg 34-Tweleve Minerals introduces minerals and allows the students to use the periodic table on the classroom wall as a reference (I may need to point out this as a possible way to get solution to them, but hopefully this will get them thinking of alternative resources that can aid them when trying to solve problems or answer questions).
-Homework review and recap of last class allowing and encouraging them to ask any questions they may need for clarification.
-If there are no questions forthcoming as I collect the homework, then I can pass out sample minerals randomly begin asking questions about them to the students to activate and prior knowledge they may have. Sample Questions: What is on the desk/ in your hand? What makes it different than the one (someone else) is holding? What can you tell me about it? (if you can't tell me anything definitive then what is it not?) -Transition into the lesson with questions they may not be able to answer or that prompt prior knowledge to provide the information in today’s engagement. Sample Questions for Transition: Does anyone know what a Mineral is? Do you know what it isn’t? (This starts them on the if it is this then it isn’t that concept in lesson).
Engagement
-Explanation of what a mineral is
~naturally occurring, inorganic, crystalline structure with a specific chemical composition). Use references of opposites to help reinforce the concepts of natural occurring, inorganic, and crystalline. Sample Examples: Naturally occurring(formed by natural processes in nature)=not man made(plastics) Inorganic (rock)= not organic, or not biodegradable (plants)
crystalline(snowflakes or ice)= not amorphous (randomly organized like metals)
-Ask students how they may be able to tell various minerals apart. Sample Questions:Whats the difference between the one is holding and the one you are? Does it look different? How so? Does it feel Different?
Brainstorm a list of differences the students come up with.
-Use the list to start talking going over Mineral properties for classification listed in the text. Add to the brainstormed list and highlight the classifications listed in the text book. These include structure, color, streak, luster, density, hardness, fracture/cleavage, unique.
-Hand out the Mineral Identification word Problems Worksheet for them to work on separately at their lab tables. As they solve each one, they should check with their lab partners to see what they got, and to go over any differences.
-I will walk around and answer questions and monitor the students progress through the word problems. Even if students get the right answers I can ask them to explain their reasoning behind their answers to me to probe for their understanding of the classification properties of minerals.
Closure
-Ask each group to relate the final answer they got for each problem and go over any discrepancies between groups. Reinforce which properties of each mineral allowed for the identification of it. Sample Questions: How did you figure out that was the hardest mineral? What is Mohs Hardness scale and how did you use it?
-Hand out the Identifying Minerals Worksheet (from my cooperating teachers resources) as a review of the concepts and review of tomorrows lab for homework.
Assessment:
-word problems which compare minerals to each other for identification
-worksheet to discover how well they know how to id minerals using the characteristics discussed in class
Rhode Island Department of Education Lesson Plan
Lesson Title: Minerals
State Standards(GSEs):
ESS1 - The earth and earth materials as we know them today have developed over long periods of time, through continual change processes.National Standards:
Physical-Structure and properties of MatterEarth & Space-Origin and Evolution of the Earth System
Context of Lesson:
This lesson beings introducing minerals which are part of earths composition. It will cover what a mineral is as well as the properties by which you can classify a mineral. The students will then begin using the properties of mineral to classify minerals in relation to each other though word problems. This lesson will be reinforced through a homework worksheet on identifying minerals, which leads into the next lesson.Opportunities to Learn:
Depth of Knowledge
DOK 1- Recall/Reorganize information on minerals by brainstorming using the identifying properties of mineralsDOK 2-Classify Minerals based on stated observations of their properties in word problems
Prerequisite Knowledge
Basic knowledge of minerals will be presented so is not necessary to have beforehand but the concept of objects possessing various specific characteristics will be used in opening questions. Having some knowledge or ability to identify specific characteristics of the minerals available around the class will aid brainstorming session.Plans for Differentiating Instruction
have hands on samples to pass around to students to manipulate, as well as visual representations of cleavage, streak, hardness scale, and unique propertiesAccommodations and modifications
unknownEnvironmental factors
Classroom is laid out in grouped lab tables, with the chalkboard in front, and the teacher’s desk in one of the front corners with the exit in the other. An overhead projector and TV with VCR are available to move for use on a screen that pulls down in front of the blackboard. The class period is 125 minutes long (except Wed. which is 10 minutes shorter).Materials
Sample Minerals, Notebooks, Pencils,visual representations of concepts=
1. Hardness- pg. 668 in text for mohs scale
2. Color- quartz variations (amathest, citrine, rose, smoky ect.)
3. Streak-unglazed porceline, hemitite
4. Luster- sulfer, pyrite, obsidion
5. Density-
6. Crystal structures- quartz crystal (long prism), Halite(cube), mica (sheet)
7. Cleavage/Fracture- mica, hammer, quartz
8. Magnatism?-magnet and magnetite, paper clip
9. Flourecence?- UV light and fluorite?
Objectives
-Students should be able to describe ways in which they can identify minerals from one another-Students should be able to solve word problems by using their knowledge of mineral identification processes
-Students should get a basic understanding, (as seen the next day in lab) of how to go through the process of using mineral identification properties in a laboratory setting.
Instruction
Opening
-Daily Teaserpg 34-Tweleve Minerals introduces minerals and allows the students to use the periodic table on the classroom wall as a reference (I may need to point out this as a possible way to get solution to them, but hopefully this will get them thinking of alternative resources that can aid them when trying to solve problems or answer questions).
-Homework review and recap of last class allowing and encouraging them to ask any questions they may need for clarification.
-If there are no questions forthcoming as I collect the homework, then I can pass out sample minerals randomly begin asking questions about them to the students to activate and prior knowledge they may have.
Sample Questions: What is on the desk/ in your hand? What makes it different than the one (someone else) is holding? What can you tell me about it? (if you can't tell me anything definitive then what is it not?)
-Transition into the lesson with questions they may not be able to answer or that prompt prior knowledge to provide the information in today’s engagement.
Sample Questions for Transition: Does anyone know what a Mineral is? Do you know what it isn’t? (This starts them on the if it is this then it isn’t that concept in lesson).
Engagement
-Explanation of what a mineral is~naturally occurring, inorganic, crystalline structure with a specific chemical composition). Use references of opposites to help reinforce the concepts of natural occurring, inorganic, and crystalline.
Sample Examples:
Naturally occurring (formed by natural processes in nature)=not man made(plastics)
Inorganic (rock)= not organic, or not biodegradable (plants)
crystalline(snowflakes or ice)= not amorphous (randomly organized like metals)
-Ask students how they may be able to tell various minerals apart.
Sample Questions:Whats the difference between the one is holding and the one you are? Does it look different? How so? Does it feel Different?
Brainstorm a list of differences the students come up with.
-Use the list to start talking going over Mineral properties for classification listed in the text. Add to the brainstormed list and highlight the classifications listed in the text book. These include structure, color, streak, luster, density, hardness, fracture/cleavage, unique.
-Hand out the Mineral Identification word Problems Worksheet for them to work on separately at their lab tables. As they solve each one, they should check with their lab partners to see what they got, and to go over any differences.
-I will walk around and answer questions and monitor the students progress through the word problems. Even if students get the right answers I can ask them to explain their reasoning behind their answers to me to probe for their understanding of the classification properties of minerals.
Closure
-Ask each group to relate the final answer they got for each problem and go over any discrepancies between groups. Reinforce which properties of each mineral allowed for the identification of it.Sample Questions: How did you figure out that was the hardest mineral? What is Mohs Hardness scale and how did you use it?
-Hand out the Identifying Minerals Worksheet (from my cooperating teachers resources) as a review of the concepts and review of tomorrows lab for homework.
Assessment:
-word problems which compare minerals to each other for identification-worksheet to discover how well they know how to id minerals using the characteristics discussed in class
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency:
Unit Plan Page